Is Chinese Special? Four Aspects of Chinese Literacy Acquisition that Might Distinguish Learning Chinese from Learning Alphabetic Orthographies

By Catherine McBride. 2016

200 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2fa1338de5244615fce57d5c319073daebc88041

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. E. Loh
2. D. Share
3. P. Daniels

In Developmental and Educational Psychology

1. P. Daniels
2. E. Loh
3. D. Share

In Language and Linguistics

1. P. Daniels
2. E. Loh
3. D. Share

Citations in the corpus

• What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment (2019, background): “For alphabetic language speaking L2 learners of Chinese, character recognition and phonology are the most difficult and disconcerting challenges (e.g. Loh, Liao & Leung, 2018; McBride, 2016).”
• Writing System Variation and Its Consequences for Reading and Dyslexia (2018, background): “…(either phonemic or syllabic) is not a strong correlate of individual differences in Chinese reading (Ho et al., 2007; Huang & Hanley, 1995; McBride, 2016; Smythe et al., 2008; Song, Georgiou, Su., & Shu, 2016).1 Again, it appears that other factors (primarily visual-orthographic and…”
• Electrophysiological activity predicts children's reading ability through orthographic awareness: Evidence from a cross-sectional and longitudinal study (2025, unknown): “…to alphabetic writing systems such as German and English, which feature systematic grapheme-to-phoneme correspondence, Chinese employs a logographic script characterized by deep orthog-raphy and limited sub-lexical phonological transparency (DeFrancis, 1989; McBride, 2016; Zhang et al., 2024).”